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Advancing Equity-Based Mathematics Teaching in the Primary Grades: The Case of Two Clinical Practice Experiences
Abstract
Using the lens of Gutiérrez's framework for equity-based teaching, this study examines how two clinical practice experiences supported elementary education teacher candidates' development of mathematics pedagogies. Findings indicate that clinical experiences with teachers who demonstrate equity-based practices were associated with candidates' confidence to implement equity-based teaching. Further, in classrooms that did not promote equity-based teaching candidates were still able to implement equity-based practices when teaching small groups of students. Implications include the need for teacher educators with specific content expertise to form partnerships and clinical practice experiences with schools to ensure that equity-based practices are present.
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